Guided Math Conferences: Chapter 2

 

The Value of Guided Math Conferences

The value of the Guided Math conference (GMC) falls in eight major categories.

1.     Increasing Depth and Rigor

Critical thinkingà”skillfully conceptualizing, applying, synthesizing, &/or evaluating information gathered from, or generated by observation, experience, reflection, or communication, as a guide to belief and action” in other words…Critical thinking is skillfully using Bloom’s taxonomy within your schema to form beliefs and to act.

The strands of mathematical proficiency from the NCTM are all brought together with and through metacognition: the ability to monitor your own math thinking.

The CCSS provides 8 Standards for Mathematical Practice.

2.    Learning through the Eyes of Young Mathematicians

Assessment for learning=formative assessment; it’s timely and specific

Student self-assessmentà Self-assessment provides students the opportunity to take ownership for their learning

**IDEA** Thank you to all the bloggers and Pinterest-ers I have decided to implement differentiated baskets for turning in students work.  Students will decide between a green (I got it!), yellow (I think I did okay, but I would like you to check.), or red (Help me!) basket to turn in his/her work.**

In order for this to work, learning objectives and success criteria must be known by all. I have always posted learning objectives, now I just need to add the success criteria.

An important part of self-assessment is using the feedback/results to move his/her learning forward.

**Question** How deep can (should) I go into self-assessment with my kindergarteners?  I was thinking similar to the color baskets: happy, bland, and sad face…

3.     Empowering Young Mathematicians with Effective Feedbackà Feedback is concrete, specific, and useful.  Feedback focuses on one thing that will improve student achievement; there will be more conferences to address other topics.

4.    Establishing Student Learning Goalsà Give the students challenging goals, not just “do your best” goals.  The learning goals should be content-specific, measurable, and achievable.  Your students will be successful and reach the goals!

5.    Promoting Accountabilityà When you post the learning objectives and the success criteria, students are provided the risk-free environment needed to be successful mathematicians.

6.    Teaching & Learningà In order to assess or confer with a student on a certain topic, the student must have at least a partial understanding of the topic.  If the student does not, the teacher needs to reteach that topic.

    Each student needs “just-right” instruction.  Ask yourself “What is one thing I can teach this student right now that will be the most help?”

7.    Encouraging Mathematical Communicationà Math makes sense.  Mathematical assertions should always have reason to back them up.  Model, model, model!

8.     Building relationshipsà When there is a positive teacher-student relationship, all else (learning) is enhanced.  Conferring is caring, because you give each student 1:1 attention and listen to him/her.

I hope you enjoy the post!  Don’t forget to link up and/or follow along with the book study!  I’ll try to catch up once I am back from vacation.  I leave (left) the US on the 25^th of June.